Manual de evaluación participativa

Participatory Evaluation: A user guide and Manual
Specially prepared fCambodia Global Action and Samaritan's Purse International
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© Dr. Ravi I. Jayakaran, QPI-GMS®, June 2007
Prepared for the CHE program team working in 76 villages in Cambodia as part of Cambodia Global Action.Made available through
special funding support from Samaritan's Purse International
Dr. Ravi Jayakaran/QPI-GMS® /Participatory Evaluation: A user guide and Manual

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Photographs in this manual are by author unless otherwise specified.

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This manual is dedicated to the poor and marginalized in Cambodia, and to
the task of equipping CGA staff to become good Participatory Evaluators who
will continue to seek to improve the performance of their programs and be
committed to Continueous Quality Improvement (CQI).

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A user Guide and Manuall

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Photo: Joanna Bryden

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Chief Consultant: Strategy & Development Programming
Quality Professional Interfaces-GMS®
Cambodia

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Index:
Chapter Subject Page number
1. Introduction
2. Cleaning up the design Matrix
3. Background and Principles of Participation
4. The Uniqueness of Qualitative information

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5. Types of groups to be interviewed and documentation
6. Using the Manual
7. Scheduling & Evaluation design
8. General information at village level
9. Purpose of Evaluating Programs
10. Stage when Evaluation should be done
11. Strategy for Evaluation (How)
12. Preparing for an evaluation:
13. Stakeholder analysis

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14. Difference between Monitoring & Evaluation
15. Annual reviews and Ministry Reviews
16. CQI and Strategic Planning
17. Determining what to do
18. Planning ways to do it
19. Designing a tailor-made Evaluation
20. Various Participatory Exercises
21. o Country profile
22. o Impact-1: Community health improved

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23. o Impact-2: Family Food security status improved
24. o Impact-3: Increased capacity to manage their own lives
25. o Impact-4: Community infrastructure provided
26. o Expenditure analysis – at Macro level
27. o Uncertainity analysis – at Macro level
28. o Problem analaysis – at Macro level
29. o Livelihood analysis – at Macro level
30. o Wholistic Worldview Analysis (WWVA)
31. o Community Attitude to CHE program

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32. o Community Attitude to Christ
33. o Community Attitude to the Change agent
Index (contd…)

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Chapter Subject Page number
34. o Grouping of villages according to their performance
35. o Key stakeholders in the development process
36. o Stakehoder analysis (in a successful village)
37. o Stakehoder analysis (in a partly successful village)
38. o Stakehoder analysis (in a village with low results)
39. o Uncertainity Analysis at village level
40. o Problem Analysis at village level
41. o Livelihood Analysis at village level

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42. o Expenditure analysis at village level
43. o Community level program inventory
44. The Default Priority Profile - DPP
45. The Value Change Index
46. EEIRS (Efficiency, Effecitveness,Impact,Relevance, Surstainability)
test for the overall performance of the organization
47. Acronyms used in this manual
48. Conclusion
49. Notes on the TST

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50. Additional reading

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1. Introduction:
Samaritan’s Purse International Relief (SP) is Christian Non-Governmental
Organization that has been providing relief to people in need around the world since
1970. For the past 23 years, SP has helped meet the needs of victims of war,
poverty, natural disasters, disease and famine. SP responds quickly, appropriately
and has been active in over 100 countries worldwide. Although largely donor
funded, SPIR has successfully partnered with donors such as USAID, CIDA, DFID,
UNICEF, WFP and UNHCR.

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For almost 10 years, SP has been helping to provide financial and human resources
to a variety of local and international NGOs operating in Cambodia. Most recently,
SP has ventured into a partnership with Cambodia Global Action (CGA) to grow their
CHE programming with animal husbandry and village credit programmes. The
Seeds of Hope programme offers seed resources for animal banks, impact
monitoring and CHE trainings to over 80 CHE committees throughout Cambodia. It
is SP’s long term desire to open this programme to other CHE-based projects being
managed by other LNGOs in Cambodia. This relationship with CGA is considered a
pilot of more expansive programmes for others working with the CHE methodology.

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CGA is a local Christian NGO with CHE programming for over 5 years in 76 villages
across 9 program units with 16 sub project units at a commune level.
1) Kompong Speu 1. Kandal Dom Commune, Chbaa Mon District
2. Mohasaing Commune, Phnom Srouch District
2) Kandal (Khien Svay) 3. Dey Eth Commune, Khien Svay District
4. Bantey Dek Commune, Khien Svay District
3) Kandal (Saang) 5. Svay Rolum Commune, Saan District

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6. Kos Anlong Chin Commune, Saang District
4) Kampong Cham 7. Teuk Chroow Commune, Dambae District
8. Chong Cheach Commune, Dambae District
9. Nean Toet Commune, Dambae District
5) Phnom Penh (Dangko) 10. Trapean Kransang Commune, Dangkor
6) Kampot 11. Andong Khmae Commune, Kampong Bay
12. Meak Prang Commune, Kampot District
7) Siem Reap (Pouk) 13. Keo Por Commune, Pouk District
8) Takeo (Bati) 14. Trapeang Krasang Commune, Bati District
9) Stung Treng 15. Samahki Commune, Stung Treng District

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This Manual has been Tailor-made for the CHE program of CGA but has
principles that can be adopted in other programs too.
2.Cleaning up the deign Matrix (Making the Log frame Evaluation friendly):
Before carrying out an Evaluation, one must ensure that the design Matirix (PDM-
Project Design Matrix) that forms part of the Log frame for the project's programs is
properly streamlined so that activities result in Out-puts of significance, and that

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these in turn end up together having an Impact. A series of 3 or 4 Impacts then lead
in the direction of enabling the Project or Program achieving its Objectives or Goals.
Evaluations are carried out at the Impact level, hence, if the Design Matrix isn't
properly integrated, it will be difficult to Evaluate or attribute success to any particular
program. In reviewing the design of the CHE program of CGA, we found that there
was some misalignment of the activities, Outputs and impacts. Time was therefore
taken to re-align these so that they fitted more correctly into a logical sequence. The
details of the revised Matrix are seen below:
Impact I: Improved Community Health Achievement
Output I.1: Improved Primary Healthcare
Activity I.1.1: Community Health Screening
Output I.2: Improved Water/Sanitation
Activity I.2.1: Latrines
Activity I.2.2: Wells
Activity I.2.3: Soap Distribution
Activity I.2.4: Water Filters
Output I.3: Improved Nutrition
Activity I.3.1: Home Garden
Activity I.3.2: Rice Bank
Activity I.3.3: Rice Storage
Output I.4: Improved Environment
Activity I.4.1: Organic Pig Pen
Activity I.4.2: Earth Worm Raising
Activity I.4.3: Garbage Management
Activity I.4.4: Compost Pit
Activity I.4.5: Fruit Tree Nurseries
Activity I.4.6: Bio Gas
Activity I.4.7: Natural Pesticide

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The same principle was applied to all the Impact areas as follow:

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Impact II: Family Food Security Increased Achievement
Output II.1: Micro-Enterprises Increased
Activity II.1.1: Credit
Activity II.1.2: Rice Straw Mushroom
Activity II.1.3: Soybean Seed
Activity II.1.4: Self Help Group
Activity II.1.5: Food Processing
Activity II.1.6: Fish Ponds
Output II.2: Animal Raising Increased
Activity II.2.1: Chicken Raising
Activity II.2.2: Cow Bank
Activity II.2.3: Goat Bank
Activity II.2.4: Pig Bank

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Impact III: Increased Capacity to Manage Their Lives Achievement
Output III.1: Improved Spiritual Lives
Activity III.1.1: Video Events
Activity III.1.2: Education
Output III.2: Improved Basic Education
Activity III.2.1: Village Livestock Agent Projects
Activity III.2.2 Literacy Class
Activity III.2.3: Training
Activity III.2.4: Family Competition
Output III.3: Improved Community Structure
Activity III.3.1: VDCs, PMCs, CHEs and CHE Model
Impact IV: Community Infrastructure and Relief Provided Achievements
Output IV.1: Community Infrastructure Created
Activity IV.1.1: Road Repairing (Food for Work)
Activity IV.1.2: Water Reservoir (Food for Work)
Activity IV.1.3: School Construction with Community
Participation
Activity IV.1.4: Sewage System with Community
Participation

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Once this sorting out was done, it became relatively easy to decide what the
framework for the Participatory Evaluation should be.
3. Back ground and Principles of Participation:

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The TST (which has been described in detail in the briefing notes in Chapter 46) is
used a great deal now in the Greater Mekong Sub-region for Participatory
development programs. One of the biggest advantages with this technique is that it
allows for discussion of information that is otherwise sensitive to handle. Besides
this, while using the seeds and grouping them to depict information, there is the
creation of a visual that tremendously enhances the quality of discussions. Also
because of their ‘non-threatening nature’ the seeds allow group members to feel free
to express themselves openly and frankly. It is important while facilitating the group
discussions to ensure that all members in the group get a fairly equal opportunity to
share their views and that they are not dominated over by any group members and

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coerced into agreeing to a ‘uni-polar’ view. This therefore means that the group
should be of an optimum size of 7-9 members (discussed again later) for best
results.
Facilitation is an art. In fact it is a way of life! Care must be taken to ensure that the
core evaluation team members get ample input to develop their capacities to
become good facilitators. This applies also to those who will be added to the core
team in later months. All of them must go through the basic training and go through
the pre requisite orientation to ensure that they do not become ‘manipulators’ of
opinions, but rather become good facilitators who are able to bring out from the

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group they are facilitating, their true and real opinions. The purpose of Participatory
Evaluation is to get an honest picture of what we are doing and the type of impact
we are having…not to fool ourselves into believing that everything is perfect!!
While facilitating, ensure that there is adequate time available for the exercise. This
involves planning well in advance and ensuring that all members of the group are
comfortable. It is often a good idea to have some fruit available for community
participants especially as the day moves on close to lunch time or toward the
evening. Before starting the facilitator ensures that at least one person has been
given the task of documentation of all the discussions. Working in teams is important

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for this reason. After the group has been comfortably seated, introduce the purpose
of the exercise, the methodology and then proceed. All other prerequisites by way of
materials required, and preparation are mentioned in the notes for each exercise.
4. The uniqueness of Qualitative information:
Qualitative in formation has a different mandate from Quantitative information. This
must always be remembered by the Evaluater. While preparing the report one must
capture the uniqueness of the context that will emerge when facilitation is done well.
Each site must have the same number of exercises conducted for uniformity. Unlike

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quantitative information, the outcome of the exercises will be a narrative document
with the visuals of each exercise in it. Comparing between sites is therefore is not so
much a matter of something being ‘better than’ or ‘worse than’ but a matter of
looking for linkages and learning from the composite information.
Qualitative information allows for obtaining width as well as depth to the information
and this is what gives it its richness. To begin with, the principle is to ‘cast the net
wide’ and get as much width from the information as possible. When something is
seen to be significant, it is good to go into depth and probe as much as possible for
hints of reasons and causes. In some cases it may even be possible to carry out

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case studies of people who are seriously affected. This often throws light on reality
in a most unusual way. For example, we may facilitate through awareness and
capacity building, ‘sexual negotiation skills’, but the whole issue of condom
availability in the village may be the biggest stumbling block. Again, even if condoms
are available in the village, who they are available with may become an issue! Again
in conservative society, it may be difficult for girls to ask questions of clarification on
issues that are not immediately clear, and the findings may be to just go ahead and
list some of the questions that ‘normally arise’ and answer them.
5. Types of groups to be interviewed & Documentation:

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The Evaluation process involves interviewing individuals, and small homogenous
group such as a government department where only one person may function as a
spokesperson or with a small group where everyone is free to participate. The
technical term for the first type is ‘Key informant interview’ or KII. The second type is
referred to as a ‘semi- structured interview’ or SSI, and the third one is referred to as
a focused Group discussion. The exercises designed for this manual are all
specifically designed for Focused Group Discussions (FGDs), but they can also
be used for the SSI and the KII. The dynamics of group interaction allows for
triangulation (correction and modification by others in the group) of the

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information.However in both KII and SSI there is no scope for Traingulation. The
ideal size of a FGD is 7 to 9 members. Care should be taken to get a random
representation along with reasonable gender balance and age balance (when
relevant). Those selected must have a good idea about the topic so that they can all
participate and contribute to the discussion. In the design of each exercise, it has
been recommended (where relevant) to also discuss and share the findings of the
FGD with a larger group to ensure that they also share the same views. When this is
not the case, a note should be made in the document of the changes that were
suggested. Also, ensure that the original flip chart is left behind with the members of

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the FGD or some responsible person at the site. This means that the documenter
must copy the final visual also as part of her/his documentation.
Documentation: Each exercise has a code that begins with ‘PE’ followed by a
number. During the Pilot assessment, orientation and training, the core team will be
shown how to use this exercise code and also determine some guiding questions
that would be useful to facilitate the FGD. While the facilitator is facilitating the group
discussion, the documenter will note (as bullet points) all the important points that
emerge. At the end of the discussion he/she will also copy the visual. At the end of
the day, each team will look at the exercises that it has completed and read through

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the documentation, highlighting the important points. This also helps edit out points
that have repeated themselves in the course of documentation. The highlighted
points are synthesized into a summary that is about 1-2 paragraphs in length. To
summarize, each exercise will have the following:
• The Code with guiding questions
• A copy of the visual
• A transcript of the discussions with important points highlighted
• A summary of the important points.

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The summaries (written in sequence) will constitute the site summary. The original
copy of the visuals and code with transcript (as mentioned above) will be preserved
in a box file at the main office for reference when required. As mentioned earlier, the
original flip chart on which discussions were carried out and which has the original
‘visual’ must be left behind at the site with the group interviewed.
6. Using the Manual:

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The following are the various parts of each exercise, as described in the succeeding
chapters. Each chapter uses the same format. This has specially been written this
way so that it is extremly user friendly and each exercise has all the details of what
needs to be done. Every facilitator must study this clearly and understand the
design.
7. Scheduling and Evaluation design:

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The following exercises will require between 2-3 full days for one team to carry out in
a village. The ideal team will consist of three members, whose roles will be
interchangeable:
1. A team leader: to help with logistics, encourage group members to
participate, counter domination, and also prepare for the next exercise so that
there isn’t any wastage of time in transitioning from one exercise to the other.
The team leader will also be responsible for 'Filtering off'and dominant people
in the group and for documenting case studies when they emerge.
2. A Facilitator: to facilitate the exercises as planned

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3. A documenter: to document the details of the discussions
Alternately, if the PE team members work in teams of 5 and are located in the same
place during the assessment, they can have one common team leader for two teams
of two each. Each of the teams will have a facilitator and a documenter. The
schedule for carrying out the exercises and the groups with which it should be
carried out should be planned out in advance, before going to the village.
After completing the exercises the following is the Filing profile for individual exercise
reports:

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CODE:
PPAE..01
CODE of the
exercise along
with name,
and guiding
questions
The visual
The transcript of
the discussions
(with important
information
highlighted)
Summary of
the exercise

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Shown above is the format used for the recording of the details of each exercise.
These original documents should be stored in a box file at the CHE/CGA office in
Phnom Penh. The code mentioned below in the summary as well as the individual

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exercise documentation enables the reference of the original papers when additional
or detail information is sought.
Coding pattern:
PE-01
Particip
atory
Evaluati
on
Exercise number

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8.General Information (at Village Level): At each site, obtain the following
information that is relevant to the site and will help the team understand the details
of what is happening in the process at the particular site. The following format shows
how to fill the information and the last column also shows where the information can
be obtained:
Details of information Source
Name of the Village staff
Date of starting the Program staff

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Type of School ( Primary / Secondary) Village chief
Total land area of the village Village chief
Population density = Popn./ land area in KM2 Calculate
Infant mortality rate Calculate
Vaccination levels Use TST
Ratio of Doctors to population Calculate
Average rice production per hectare Village chief
Average rainfall in the area School Atlas of

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Cambodia (P.12)
Poverty rate (Neik Krao) RFSA
Poverty rate (Neik Tual Krao) RFSA
% of population with access to clean water TST
% of children in school TST
% of community migrating out every year TST
Visible display of acknowledgement of donor contribution to the Program: (Y/N)
Note: Photo copy this template and get information for each village where Participatory
Evaluation is being done.

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The general information on each village will enable the Evaluators to see what
progress has been made in the village over the years and also enable the
identification of areas which are still below standard.
9.Purpose of Evaluating Programs: If there is one thing that gets neglected in the
project and Program cycle, it is the Evaluation of the impact of the program at
periodic intervals. When a program is launched, it is done on the basis of some
assumptions. These assumptions of imact are assumed to be the result of a group of
outputs, which in turn are the result of a group of activities. When the program is
actually put into place, some of these assumptions may not work out, or the impact

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may turn out to be different from what was intended. If the program is however
evaluated every two or three years, the actual impact can be determined and this will
help the management detrmine if the startegy employed was appropriate or not.
Accordingly, corrections can be made in the program for bringing about
improvement, dropping activities that are not relevant, or introducing new programs
that may be required for corrective action. An evaluation is an excellent opportunity
to look back at what has been achieved against the planned objective or goal of the
program. It enables the Management of the program to see what progress has been
achieved and celebrate it. The next section will talk about the time and stage when
various evaluations are possible in greater detail.

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10.Stage when Evaluation should be done: There are different stages when an
evaluation can be done. Smaller, and more focussed evaluations can be done at
various stages of the Project or Program cycle as seen in the diagram.

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EVALUATIONS

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For this, various aspects of the program cycle such as needs assessment, Planning,
Implementation and monitoring system in place are evaluated. This type of
Evaluation is manily done when there are implications of a new methodology or a
program that requires wider implementation, and for which the initial 'pilot' program
is to serve as a model. These evaluations are shorter in duration and may require
people who are specialists on the program component that is being evaluated.

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PHASE OUT
3YRS
EOP-EProgram Life cycle and Evaluation
SEED PHASE 1ST 5 YEAR DESIGN
2YRS 5 YRS
QUALITATIVE(PLA)
QUANTITATIVE
(30 CLUSTER HHS
SECONDARY
DATA
E-1
1ST 5 YEAR DESIGN 2ND 5-YEAR DESIGN
5 YRS 5 YRS
E-2 E-4
E-1
E-3
The third evaluation helps
plan the phase out design of
the project.
Dr.Ravi Jayakaran: WV Cambodia
E-2 E-5

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For larger, long term projects and programs, it is necessary to build in Evaluations at
the end of each phase. Ideally, evaluations should be done at a 2-3 year interval,
which means that the longer phases will get an additional mid-term evaluation also.
Often, with projects and programs, the weakness is that at the time of writing the
proposal, not provision was made for evaluations. They then try to look desperately
for a budget when they require and evaluation and it often ends up as an unplanned,
shallow and shoddy affair. Ensure that you budget for evaluations at regular intervals
when you design your program. This will ensure that planning is also done with
evaluations in mind, namely that program people will always be conscious that the

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program will be evaluated for impact. Evaluation reports when positive can open up
the door for new and additional funding.
11.Strategy for evaluations: The Program design Matrix is the framework around
which the evaluation is conducted. This therefore requires for the design to be well
thought through and for activities, outputs and impacts to be integrated. In an earlier
chapter we discussed that this needs to be 'cleaned up' if not done already before
starting the evaluation. The principle then is to start with the Macro and then move
down to the output level. As in the case of the CHE PDM, there are 4 main impact
areas. The first step therefore is to see what impact has been achieved under each
impact area, namely improving health, improving household food secuity, increasing

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capacity to manage their lives and creating new infrastructure. Changes in the lives
of the community in these areas is explored and studied. Evaluations can be done
based on quantitative data or qualitative data or a combination of both. For
quantitative data to be of use, one must however have details in the form of a
'baseline' carried out at the start of the project. This manual details how to use
qualitative techniques for carrying out an evaluation.
12.Preparing for an Evaluation:

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In preparing for an evaluation, one has to determine what aspects of the impact of
the project are to be evaluated and by what means. For some of the aspects, there
will be quantitative data available in terms of the numbers of deliverables that ahave
already been generated by the program such as wells, or water filters, or latrines
etcetra. This data should be documented for each of the activities and outputs under
each impact area. These are available for review in the Appendix that accompanies
this document. These hard numbers will show how progress has been made over
the years and will especially be useful for the donor to be certain that their money
was used wisely in producing the outputs that were planned. The evaluation doesn't
stop here, but goes further to also measure how those outputs which were

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generated as part of the project activity impacted the lives of the community that was
part of the target of the community. Staff teams are made and then they go along
with external representatives to places other than where they normally work, to carry
out the evaluation. Where possible, case studies are also developed of examples of
both success and failure, so that they can be valuable lessons learned. After the
evaluation is scheduled and starts, the external evaluator randomly visits some of
the sites, to see how objectively the evaluators are doing their work. The exposure to
other areas of work within the project also gives the staff a chance to see how their
colleagues are working. There is cross fertilization of perspectives and they also

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draw new insights and lessons from the whole process. At the end of the evaluation,
there is opportunity to debrief and share ideas and lessons learned.
13.Stakeholder analysis:
Another pre-requesisite for the evaluation is to carry out a 'stakeholder analysis'.
This consists of finding out who the potential stakeholders are for the information
that is likely to emerge from the evaluation.The stakeholder analysis is done using
the TST and determining details with a focus group that consists of members
representing the donors, the Board, the Management team and if possible one of the

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community leaders from the target area. The following page shos an example of how
a stakeholder analysis looks. In the process of this Analysis we try to assess what
each stakeholder's 'stake'is the outcome of the evaluation. We also find out what
their principle interest is in the evaluation and this enables us to determine the
framework for the evaluation and identify the issues that need to be studied.

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•For self assessment and for
improving impact and program
modification
Staff
• For improving further collaborationOther partners
•As an exercise to empower them and
for greater accountability
Community benefiting
from the program
•For ensuring there is good impact and
for CQI (Continuous Quality
improvement
Management team
•To ensure that the program is
progressing well
Board of Directors
• To assess how well Fund was given
•To consider future funding
Donor (existing and potential new ones)
Remarks if anyWhat they are
interested in
Key
stakeholders

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At the end of the evaluation, this stakeholder analysis enables us also to detrmine if
we have found out all the information we intend to find out about.
14.The difference between Monitoring & Evaluation:
While the words Monitoring & Evaluation are often used together, there is a big
difference that exists between the two of them. Monitoring is something that is ofeten
done by the staff involved with the program activity and their supervisors. While the
supervisor doesn't normally do all the monitoring, he or she should slowly develop a
system of keeping track of progress in terms of completion of activities and what has

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been achieved in less measure than was intended. Monitoring is essentially a largely
self'done and self assessed activity. Monitoring is also done at the output level, and
this may be done at 6 monthly or annual intervals, as compared to the previous one
in which activities are monitored at a monthly or quarterly interval. Evaluation, on the
other hand is done at a 2-3 year interval when it is actually possible to assess what
the impact of the program has been on the lives of the people. Some people also

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When
approaching the
end of the project
Final
Evaluation
Goal
Once in 2-3 yearsEvaluationImpact level
6 monthly and
annually
Monitoring and
review
Output level
Monthly and
quarterly
MonitoringActivity level
FrequencyType of
assessment
Dimension

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add an addition dimesion to their assessment by having an 'annual review'. This
essentially consists of have a look at all that the program did over the past year and
documenting the results of these.
15.Annual Reviews and Ministry reviews:
When there are several ongoing programs and activities continue over several
years, it also makes sense to introduce a 'Ministry review' every 5 years or so, to
study and recognize what the program is actually busy with, and if parts of it can be
changed and reviewed. As with evaluations, It is always good to get an external
person to facilitate the 'Ministry review', whicle the annual reviews can be done by

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existing staff with the rpecaution of getting them to review in places other than where
they work on a daily basis. Both these exercises should be followed by reflection and
correction to programs and activities, and ofcourse, a celebration of achievements.
16.CQI & Strategic Planning:
The annual reviews and the evaluations result in corrective changes for
improvement of the focus of the programs and for greater efficiency and impact.
These corrective changes facilitate what is known as a process of 'CQI' or Continous
Quality Improvement. The Evaluations and the Ministry reviews on the other hand
feed into the process of Strategic direction planning or Strategic planning and ofetn

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usher in major changes in the programs, enhancement of activities or changes in the
program portfolio so that the organization achieves its goals to a greater extent.
17. Determining what to do:
It is important to determine what to do in advance and schedule this carefully. Good
planning will enable the evaluation team to achieve much in its time of evaluating.
When an organization experiences evaluations for the first time in its life, and there
isn't an evaluation design available in advance, it might be useful to carry out a pilot
assessment to determine what needs to be done. This method was adopted in the
CGA-CHE program that had not had an evaluation in its several years of being in

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operation. Carrying out the pilot assessment helps in puuting together a
'tailormade'design for the evaluation process.
18.Planning what to do:
After the list of exercises are determined, the evaluation team meets together in
preperation and all members are given necessary orientation and or training for
carrying out the same before they go to the variuos sites for the evaluation.
19.Designing a tailor-made evaluation:

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As described above, the evaluation of the CGA-CHE program was first subject to a
pilot assessment, to determine what programs should be assessed, and then based
on what was practically possible the evaluation framework and design were
tailormade for the needs of the organization. Once established, this can now
become the norm for future evaluations, with specific 'additional exercises' being
added to this based on information that may be required to write future program
proposals or to fulfill donor needs.
20. Various Participatory Evaluation exercises: Based on the pilot assessment, it
was determined that some 25 Participatory evaluation exercises be designed for

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collecting the information that is required by the program and potential donors for
future programming and funding. By carrying out these exercises, the program will
be able to generate information on various aspects of its work to be able to
determine impact and also identify areas which need to be discontinued or modified
for better impact. Failure is not something to be ashamed of or worried about. To
quote a famour innovater, "Errors are not mistakes, they are innovations gone
wrong". Every failure is thus an opportunity for change, modication and
improvement!

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The following are the detailed descriptions of the exercises that can be done in the
field for getting needed information. Each exercise has descriptions and an example
from actual use in the field:
21.Country profile: This exercise consists of carrying out a macro profile of the
country where the program is operating. In generating some of the basic
demographic details of the country the Program team mebers learn where to get
various bits of information. For Cambodia the main sources from where information
can be obtained are: The Ministry of Planning, The National Institute of Statistics,

76
The Ministry of Education, Youth and Sports (MoEYS) and from the Atlas of
Cambodia and the school Atlas of Cambodia (available at Monument book stores).

77
6/15/2007 Ravi Jayakaran / Participatory
Evaluations
1
1:3124Health facility (doctors: Population)
252Total number of High schools
670Total number of Secondary schools
1429Total number of Primary schools
8628Total number of schools
74Population density/ Square KM
35Poverty rate (extreme poor)
79%Literacy rate (15-44 age group)
1400mmAverage rainfall (annual)
1967/hRice produced (Kg /Hectare)
13694Total villages
185Number of Districts
24Number of Provinces
In CHE’s cover areaIn all of
Cambodia
Details

78
Generating this information in the format shown above, and matching it with
information from the full area where the CGA-CHE program operates, enables the
team to see which areas it has been able to achieve a critical concentration
presence for 'tipping the balance'in favour of change.
Besides doing this at a countryoffice level, the program should also fill details in at
each field centre level. This information also comes in handy for lobbying for change
and advocacy with the decision makers for changing the situation in a particular
area.

79
Code Number: PE- 01 Time required: 20-25 minutes
Name of the exercise: Impact-1: Impact of Improved community health.
Materials required: Flip charts, marker pens, seeds, masking tape.
Preparation: Read the Briefing notes on the TST, and after the focus group of
Program staff responsible for this impact has been briefed about what is expected of
them, proceed with the exercise.

80
Example:

81
Evaluations
2
• Some people still don’t have
latrines
•Don’t wash hand regularly
•Some don’t have water filters
•Still lack clean water for all
•Children still dirty
•Some people still don’t have a
rubbish pit
•Use latrines
•Know how to prevent disease
•Use water filters
•Reduced water Bourne disease
•Multiply knowledge on health
•Clean environment
•Reduced health expenses
•Increased vaccination
•Get ANC (Ante Natal care)
DetailsTSTDetailsTST
Yet to be achievedAchieved already
Macro picture in the 76 villages where CHE works

82
Steps involved: Ask the Focus group to group the seeds together into 2 groups,
one depicting the impact that has already taken place and the other showing the
impact that is yet to take place. After there is consensus on this, the group is asked
to give details of actual and specific impact in terms of new acquisitions, innovations
and changes under impact achieved and areas of shortcomings in the second group.
Analysis of the information: In the example above, we find that around 60 % of
expected impact has been achieved, while 40 % on the impact is still to be achieved.

83
Details of these provide us information on what can be celebrated and what still
needs focused attention for future improvement.

84
Name of the exercise: Impact-2: Impact of Improved Houshold foodsecurity status.
Example:

85
Evaluations
3
• Some people are still lazy to start
of their own business
•Some people still continue to use
the old techniques
•Some people don’t want to have
their own home gardens
•Some people are able to establish
their own business
•Started using the techniques
•Some people are able to grow
vegetables for their families for the
whole year

86

87
needs focused attention for future improvement. In Foodsecurity status
improvement, it is obvious that a lot of improvement is required.
Name of the exercise: Impact-3: Impact of Increased capacity to manage their own
lives.

88
Example:

89
Evaluations
4
•Some members of the community
have not got the techniques of SRI
And the improved Veterinary
techniques
•Technique of SRI
•Technique of the Veterinarian
•Know How to take care of their
own health
•Know how to increase their
income
•Know about being Gender
sensitive
•Have good management of their
own families

90
needs focused attention for future improvement through greater or modified effort.

91
Name of the exercise: Impact-4: Community infrastructure provided.
Example:

92
Evaluations
5
•Community Bridge
•Road
•Big irrigation system
•Many more schools required
•Big sewage system
•Many more Churches required
•Electricity
•Hospital
•Clean water systems for larger
populations
•Farms
•New school building
•Church constructed
•Village path developed
•Health centre constructed
•Sewage system developed
•Irrigation system developed
•Pond dug
•Small farm established

93
Analysis of the information: In the example above, we find that only around 20 %
of expected impact related to community infrastructure needs has been achieved,
while 80 % on the impact is still to be achieved. Details of these provide us
information on what can be celebrated and what still needs focused attention for

94
future improvement through greater or modified effort. However in CGA-CHE's case
this activity is used more as a way to provide some work opportunity as relief, after
diasasters. In this sense the objective has been met.
Name of the exercise: Macro-profile of expenditure analysis in the area of work.

95
Example:

96
Evaluations
6
OtherOther
ExpensesExpenses
(ceremonies,(ceremonies,
gasoline etc)gasoline etc)
HealthHealth
carecare
SchoolSchoolFoodFood
Macro picture – CHE Project area (76 villages)

97
Steps involved: Ask the Focus group to group the seeds together into various
groups, depicting the various things that an avarage family in the community has by
way of expenditire. After there is consensus on the ratios and components, a
diagram is made as shown above.
Analysis of the information: In the example above, we find that around 40% of the
community's expenditure is on food, followed by 30% on health care and 20% on
education. Other expenditure related to transport, ceremoies etcetra account for
another 10%. As a thumb rule, a community that has a third of its expence on food is
considered to be a poor community. This community also spends a lot on health

98
care, hence anything done to reduce the cost of health care will also have a major
impact on the community.

99

100

101

102

103
46.Briefing notes on the TST (Ten Seed Technique) developed by Dr. Ravi
Jayakaran (QPI-GMS®: (Extract from The ‘Participatory Poverty Alleviation &
Development ‘ book written By Dr. Ravi Jayakaran and published by World Vision
International China, April 2003 & Mekong Institute, Khon Kaen University, Thailand:
CD ROM 2005.
INTRODUCTION: The 10 seed technique is a modified PLA tool and was introduced
after a lot of modification and experimentation as a tool that can be used to carry out
the PLA-Participatory Learning and Action exercises. It is useful in gathering
qualitative information on various issues, especially related to the perceptions of the

104
community and the way people see themselves in relation to others. The technique
is very flexible and therefore versatile enabling its use in combination with other
techniques and also for collecting a wide range of information. The 10 seed
technique enables probing deeply into different dimensions of an issue, for carrying
out what is referred to as “opening up” the information. This essentially involves
going deeper into an issue after starting at the absolute basic level. For example we
find out about the health status of a community and then go deeper into it to find out
reasons for difference, link it with their wealth status and go further into exploring the
type of health care each group is able to access. This ‘opening up’ process can keep
continuing as we find linkages to education level and attitudes.

105

The Left and Right Brain…
•Input device (H/S)
•GIGO
•Trained
•Schooled
•Formatted
•Filing: Systematic
•Limited by the
‘schooling it gets’
•Input device (H/S/T/T/S)
•Visual
•Perceptive
•Analytical
•Versatile
•Filing: ”creative”
•Immense capability
•Access to sub-
conscious mind
LEFT RIGHT
Ravi Jayakaran/QPI-GMS/ DFID-UNDP-MoEYS training/Feb 2006
106
Most of the traditional PLA exercises can be done using the 10 seed technique;
hence this will be explained in considerable detail. Detailed information can be
obtained from the web sites mentioned at the end of this chapter.
PHILOSOPHY BEHIND THE TECHNIQUE:
This technique relies on using the Right brain function so that the full potential of the
brain for perceptive analysis is utilized. The right brain is initiated into action by
visuals such as pictures, and three-dimensional items. When we use seeds to depict
aspects of information, the visual created by the seeds (strong contrast of colors

107
between the seeds and background), helps the Right brain play a dominant role in
the analysis. In the beginning when this technique was developed, it was designed
to enable illiterate villagers to participate in the discussions related to analyzing their
situation. The idea was to remove differences due to literacy and enable those
without literacy to be able to participate equally with those who were literate.
However when the technique was used in the field, it was discovered that there were
additional benefits from being able to activate the right brain. The right brain is the
more powerful part of the brain, because it is the creative side, more perceptive,
more analytical and also has access to the information both in the left-brain and the
subconscious mind. Thus today the technique is even used with those who are

108
literate! For best results, facilitation must aim at getting the group to ‘move the seeds
first’ then describe the section…rather than preparing a list first and then trying to
slot the seeds in!!
POTENTIAL USES OF THE TECHNIQUE:
As has been already mentioned, the 10 seed technique can be used for a variety of
exercises for information collection. These are for example: Profile of street children,
Vaccination levels, Patterns of distribution among a population (health care,
HIV/AIDS, birth control practices, etc.), disease incidence, agriculture patterns,
animal husbandry practices, sanitation practices, housing needs, MED profile in an

109
area, water resources, CEDC, rapid damage assessment in Disasters, education
levels and, many other issues that project staff need to collect information about.
Besides these, several of the routine PLA exercises can also be carried out by this
technique for example: Trends analysis, Seasonality diagram, Livelihood analysis,
Expenditure analysis, problem analysis, and etcetera. Some of the new exercises
which are used for Wholistic World View Analysis (WWVA), and Capacity–
Vulnerability (C/V) analysis, Rapid Food Security status assessment (RFSA),
Gender desegregation, HIV/AIDS macro zoom, and District/County level planning
also use the ten seed technique. These additional exercises have been designed
because of specific needs in program management and other community needs.

110
Given below is a brief description of how the ten seed technique can be used for
each of these exercises:
Trends analysis: The group is asked to think of all the things that have changed in
their community since the past. They are then asked to list the things that have
changed. In front of each issue that has changed they are asked to prepare two
columns, representing the situation – “then” and “now’. For each area of Change,
they are asked to use 10 seeds and distribute them between the ‘then’ and ‘now’
columns. The trend of change then becomes obvious and allow for a lot of
discussions.

111
Seasonality Diagram: The group is asked to carry out a seasonality diagram as in
the standard practice, but with the change that for each of the seasonal events such
as rainfall, agriculture, disease incidence, festivals, Labor opportunity etcetera, they
are asked to use only ten seeds for distribution. This enables us to identify the
occurrences according to percentage intensity at different times of the year.
Livelihood analysis: The group is asked to imagine the 10 seeds represent the entire
income of the whole village from all sources, throughout the year. (To make it easier
they are asked to imagine it all to be converted into money as some of it is

112
generated in cash and some in materials). They are then asked to divide the seeds
into groups representing the sources of the income. Use of the ten seeds here
enables us to find out what the main livelihood sources are.
Expenditure analysis: The group is asked to imagine that the 10 seeds represent
the total expenditure of the village for the whole year. They are then asked to group
the seeds into clusters to show what those various expenditure heads are on a
yearly basis. Again this allows us to determine the percentage of expenditure on
various items such as food, clothes, and medical treatment, etcetera.

113
Problem analysis: The group is asked to imagine that the 10 seeds represent all the
problems that are faced by the community as a whole. They are then asked to group
the seeds to represent what these problems are.
Disease incidence: The group is asked to imagine that the ten seeds represent all
the diseases that occur in the village throughout the year. Here too the numbers of
seeds in each group show us the percentage of a particular disease in a year.
Wholistic World View Analysis (WWVA): This exercise is done by combining the
Livelihood analysis and the problem analysis information of the village with the

114
information on uncertainties in the village. This is an exercise that involves the whole
village and is usually done after carrying out a debriefing to the whole village of
information gathered in their village.
Rapid Food Security status assessment (RFSA): This technique is carried out using
the ten seeds and the group is asked to classify the village families into different
groups according to their Food Security Status and according to the periods which
they have struggles generating their livelihood.

115

116
Gender desegregation: This exercise is carried out to identify issues that are gender
related and to determine the extent to which there is a link of an issue or a
responsibility with Gender. To find this out, the issue is first determined. Let us take
for example the issue is the decision regarding Family planning. We then ask the
group what extent of the decision on family planning is determined by the men and
by the women. They are asked to divide the 10 seeds accordingly.
HIV/AIDS macro zoom: This is a method used to determine rapidly issues related
to HIV/AIDS risk in a community. It is particularly useful for determining the strategy

117
for HIV/AIDS prevention in a city. The group to work with is composed of around 25
to 30 people drawn from different walks of life who are familiar with the city. These
people are usually from the media, the health care services, the entertainment
business, the law enforcement department, and students from the University, the
transportation services and the NGO sector that has been working with HIV/AIDS
prevention in the city. The series of exercises that are part of the Macro zoom look at
the HIV/AIDS risk frame for the city and in the course of a day are able to make a
rapid study of the potential strategies to be followed. The details of the exercises and
examples are currently being documented by the author of this book, and should be
available in due course of time.

118

119
ADVANTAGE OF THE TECHNIQUE: The technique is very simple to understand
and learn and equally easy to practice. When used with village groups also, they
very easily understand it. It has been tested in several countries and has worked
equally effectively in all of them. This technique has also been tested and found
successful with people in different age groups varying from very young children to
old people, with gender segregated groups and mixed groups and with people of no
literacy and those with Doctorates!

120
The other advantages are that seeds are easily available everywhere, very non-
threatening, and easy to move and move again. Once the moving around of seeds
stops with unanimous agreement the information can be written on a sheet of paper.
The technique is a very visual one, and because of this allows for the literate and
illiterate to participate as equal partners and contribute meaningfully to the
discussion. The specific number of seeds enables the group to make reasonable
comparisons. It is also possible because of this to determine approximate
percentages. The resultant visuals are easy to explain, understand and discuss
around.

121
How the technique works: After initial rapport building with the group and explaining
to them that the purpose of the exercises is to understand and learn from them
about their perspective; we proceed with the technique. The group is given the ten
seeds and asked to consider them to represent the entire population under study.
They are then asked to move the seeds around into groups representing the aspect
being analyzed. Once the groups of seeds have been formed, the participants are
asked to describe them and give details on reasons for classifying them the way
they have done. Further details are then sought on indicators that determined the
segregation. Each group of seeds now has a very

HIV/AIDS workshop/WV China/RJ-
MF/January 2002
58
Don’t useUse
% population using birth control
measures regularly:
122
Distinct identity accorded by the participants, and discussions can now proceed
around the “visual” created. Discussions around the “visual” soon become very
intense and animated. After
finalization the information is
transferred on paper for sharing with
the larger group. The following slide
shows an example of this:

123
After this is done, we proceed further to ask more details, looking for example at the
types of birth control measures used. The group is asked to look at the ‘visual’ and
pointing to the 8 seeds representing the population that regularly practices birth
control measures, we ask for them to divide these further in terms of the types of
measures practiced. This can be done in two ways, either just asking them to divide
the eight seeds, or by again taking ten seeds and asking them to consider these
seeds to represent those who practice family planning measures regularly.
The result of doing this can be seen in the following slide, where the group divided
the seeds further into 5 groups showing the pattern of distribution. Thus, by looking
at this it is possible to identifying what percentage of the overall population

124
approximately uses a particular type of birth control measure. For example in the
case above we found that the community was under the perception that they were
quite well protected against HIV/AIDS, because a fairly high percentage of them
were using birth control measures. They had, in their thinking, equated ‘protection’
against pregnancy as being protection against HIV/AIDS. Discussions around the
visual then could proceed to understand why this was so.
Depending on the purpose of the exercise we can proceed further. As in the case
mentioned above the purpose was to find out the condom usage prevalence rate,
because another exercise in the same community had shown a fairly high level of

HIV/AIDS workshop/WV China/RJ-
MF/January 2002
59
Type of Birth control
measures adapted:
Natural
Family
Planning
CondomIUD
(Intra
Uterine
Device)
PillsSterilization
125
promiscuous behavior among them. The exercise thus enabled us to see that only
30 % of the birth control measures in use were condoms, which also did not provide
them 100% protection against the spread of HIV/AIDS.
Thus the exercise can also be the basis of discussions for modification of behavior
when the community ‘discovers’ how much at risk it is. These discussions can also
lead into understanding appropriate interventions in the community for modified or
changed behavior. Other exercises can be linked to this to find out how the

126
community gets its information on family planning and thus we can identify the best
and most effective strategy for intervening in the community.
GROUP SIZE & PARTICIPATION: The ideal size of participants group is around 8-
10 persons. Some would swear that the ideal size is 7-9 persons, but there is need
to be flexible about this because these optimum sizes may not always be possible in
the community, with the group sometimes being smaller or larger. In larger groups
too the actual number of active participants may only be 8-10.If the number of active
participants increases beyond that, and then it might be important to split the group
further. Giving everyone an equal chance to share views can enable active

127
participation. Sometimes it may be necessary to “filter out” the over dominating ones
in the group, so that others can participate. Getting someone in the group to
‘diplomatically’ take the person away from the group for a KII-Key Informant
interview does this. While this has the benefit that the group left behind becomes
active in participation, good information can also be obtained from the person filtered
out. Prime candidates for this type of filtering are usually Schoolteachers, Village
chiefs, Businessmen, moneylenders and “educated” people in illiterate communities.

128

129
FACILITATING THE EXERCISES: Before going to the field to carry out the
exercises, it is good to have the group prepare itself to work together. Besides
establishing a code of conduct to respect and value one another, group members
must also decide roles among themselves beforehand to determine who will be the ‘
Interviewer’, ‘the recorder’ and if the situation calls for it- the ‘Filter’!! As with other
PRA/PLA exercises, facilitation involves ensuring that there is no dominance, and
that everyone gets an equal opportunity to participate and that there is a balance
between being open to new and divergent views as well as being focused enough to
lead the discussions in the direction of the information being sought. Facilitation also
involves determining when a dominant person has become the ‘defacto-

130
spokesperson’ of the group and needs to be diplomatically ‘filtered’ out!! The
facilitator (Interviewer) should also keep a balance of time required for the exercise
so that it is neither hurried nor drags on too long!
KEY SUCCESS FACTORS: The correct attitude, a balanced group, adequate time
and the ability to keep the group working with a right brain orientation are some of
the Key success factors in getting good quality information. It is almost mandatory
that the ‘outsiders’ carrying out the 10 seed technique exercises in the community
have the correct attitude. This attitude is one of listening with a positive attitude. This
essentially means being open to new perspectives and views without pre-

131
assumptions which are merely seeking for an ‘affirmation’ from the community. A
balanced group of outsiders with varied experience and one that does not those
among it who are overly dominant, nor seek to dominate the community, is also
important. Such a group will be able to enable the community to participate well and
spontaneously. Adequate time should be available so that there is no need to rush.
The exercise can then be coordinated and facilitated well, and focus on good
discussions with openness to new views and perspectives.

132
It is also very important to keep the group working with a right brain orientation. This
essentially means that at the beginning stages the seeds should be the main things
on the paper with only symbols or diagrams drawn to mark the issues identified.
ASKING GOOD QUESTIONS: After establishing good rapport with the community
group the facilitators of the exercise should explain the purpose of the exercise and
the subject that they propose to explore with them. A foundational principle to
remember in asking questions is to remember to ask questions to learn and
understand, not to ‘affirm’ pre-assumptions. Questions asked should therefore be
‘Open ended’, and the 5W+1H (Who? What? Where? When? Why? + How?)

133
Principle is a good one to adapt. The general principle is to start with the simplified
foundational information first and then get deeper and deeper into the issue. Going
deeper into issues to ‘Open up’ the information is a little more complex but comes
easily with practice. Here too the best results are obtained by continuing to be as
“visual” as possible and getting participants to move the seeds first and then
describe the categories.
INTERVIEWING THE ‘VISUAL’ Once the ‘visual’ of the seeds placed in the different
groups has been created it is reviewed with the participants to make sure everyone
understands the placement of the seeds. After this various aspects of this are

134
discussed…. this is done by “interviewing” the visual. This is a very non-threatening
method, as we don’t need to make embarrassing eye contact with the participants
especially when collecting sensitive information. When they feel comfortable and
they are ready for it, they do however make eye contact, but this is on the basis of
an established relationship. At the end of the session a participant from the
community is invited to give a summary of the observations and findings. The
document can be copied and the original left behind for use by the village in future.
PRECAUTIONS AND CARE: There are some precautions and care that one must
take while using the 10 seed technique. The first and most important one in this is

135
that the facilitator must have the correct attitude. This is Mandatory. Second, the
purpose of the exercise must be explained to the community clearly right at the
beginning.

136

137
Since the technique uses right brain function it has the potential to bring Hopes &
Dreams to the surface and therefore something must be done to address them after
the exercise. Similarly when seeking sensitive information, it may throw light on an
exploitatory situation in the village that must be dealt with urgently. This too must be
dealt with soon, or it will result in frustration and the oppression may continue
unchecked. It is also essential to ensure equal participation and opportunity to speak
for all participants without dominators ‘taking over complete’ control. Chapter six
outlines ways in which to deal with such situations. Taking these precautions will
enable the exercise to be done well and successfully.

138
POTENTIAL PROBLEMS: Dominant people in the community could be one potential
big problem that will hinder good participation from the community. To prevent this,
“Filter” dominators for KII (Key informant Interview) so that others get a chance to
participate equally. As mentioned earlier, prime candidates for filtering are usually:
Village leaders, moneylenders, Landlords, old school teachers, or other authorities.
This, however, must be done sensitively so that the ‘filtered’ person still feels
important. Besides, this is often a blessing in disguise, because the filtered person
does in fact give some good information.Other problems can be avoided by being
sensitive to the presence of people with vested interests in the group and ensuring
that information is not biased in favor of their interests. Gender biased information

139
should be countered by trying to get some gender balance. If the context is one in
which women will hesitate to speak in the presence of men, and then divide the
participants into 2 groups. Choose the timings for the exercise carefully so that it
doesn’t disrupt the normal life of the village badly.
GOOD FACILITATION: This essentially involves being able to overcome some of
the potential problems that one might face as mentioned earlier. The 10 seed
technique is very easy to learn, but the correct attitude is hard to develop (hence we
need to work on this if we want to be good facilitators). Developing openness to new
perspectives and ideas and views is essential. One has to seek to listen and learn

140
(not seek to confirm pre-determined ideas). Success is guaranteed when one
develops a ‘listening attitude”. A good facilitator is sensitive to the local context and
culture and ensures equal participation and counters dominance by individuals trying
to become spokespersons for the group. If handled correctly, the exercises will
generate animated discussions among the participants.
Let facilitation become a way of life for you…. not only at work, but also in
your personal life!!

141
‘OPENING UP’ THE INFORMATION:
This is done for issues that have ramifications with several factors for example the
Food Security Status of a village in relation to migration patterns.
The Food security status of the village is understood and then for each food security
status level further details are found out for example level of children’s education,
Health status, migration patterns, use of different programs etcetera. Carrying out
this exercise results in the creation of a complex and complicated diagram.
This diagram shows the ramifications and the underlying issues involved that cause
the particular situation. Since the complex diagram emerged from the simple it is

142
easy to understand, describe and discuss for all participants, even the villagers with
low or no literacy.
USING THE INFORMATION: Information generated by using the 10 seed technique
must be used as soon as possible in planning and designing. However, oftentimes
what really happens is that those who collect it are unable to analyze it and thus
don’t know how to use it. When using technique for analyzing specific issues such
as say the level of vaccination, the resulting information can be used to generate a

143
Plan of Action for getting the unvaccinated children vaccinated. The participants of
the exercise can be asked how to ensure that this happens for each level identified.
When the entire series of exercises is conducted, it must result in the formulation of
a Village Resource Development Plan (VRDP) .The Problem analysis and Livelihood
analysis exercise of the village in combination with the uncertainty profile of the
village can be used to prepare for the Wholistic World View Analysis (WWVA), which
in turn can help is generating a C/V (Capacities & Vulnerabilities) analysis of the
village for Development planning. Sometimes the exercise is done to identify the
causes of a specific problem. Thus the information generated can immediately be

144
used by addressing the identified causes. On other occasions the exercise is done
to find out why a particular program is not succeeding…. the approach here would
then be to make modifications as suggested by the community.

145

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